The+Achievement+Objectives+and+Assessment


 * NOTE: This page needs updating!**

An essential component of any form of assessment is the clear explanation to students beforehand of what features of work will be assessed and how that will be done. In other words, criteria for assessment must be communicated to, and understood by the students.

The achievement objectives of English in the New Zealand Curriculum are stated in broad terms. Each achievement objective includes several aspects. Each unit of work may cover only some of these aspects and, in some cases, a single aspect can be selected as a focus for assessment. Teachers will derive specific outcomes for each unit of work from the achievement objectives. Assessment criteria of the appropriate outcomes spell out what students are expected to achieve to demonstrate aspects of the objectives.

- from Planning and Assessment in English, page 58.

When an assessment schedule is formulated in language that is ‘user-friendly’, it becomes a powerful tool enabling teachers and students to monitor performance and to indicate specific areas for improvement. “User-friendly’ does not mean simplistic - using appropriate technical vocabulary is part of students’ developing literacy.

An assessment schedule should: • measure the stated learning outcomes • state clearly and specifically what students need to provide as evidence of achievement

An assessment schedule may: • differentiate different levels or qualities of achievement e.g. credit, merit, excellence

It is good assessment practice to use exemplars as guides in making judgements on student work.

[See English Curriculum Assessment Resource by Cheryl Harvey, Education Advisory Service, Auckland, for examples of schedules and exemplars]

[Insert department assessment practices specific to year levels]

Moderation ensures the consistency, fairness and validity of assessments within the English Department.

Some common departmental moderation practices are: • achievement objectives selected for common assessment tasks • common assignments across a cohort • common or generic assessment criteria • check marking of student work (HOD/TIC level/peer) • regular meetings to discuss exemplars of student work • task moderation before use

[Insert department internal moderation practices]

